The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder

The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement... The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of inter- vention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed. Keywords Autism · Reading · Narrative story · Comprehension · Engagement Introduction all students, including students with ASD, should receive instruction that aligns with grade-level standards (Individu- The number of school-aged children diagnosed with autism als with Disabilities Education Improvement Act 2004; No spectrum disorder (ASD) is greater than ever before (Cent- Child Left Behind 2001). Unfortunately, the relatively small ers for Disease Control and Prevention 2012). Much of research base on reading intervention for students with ASD the research on interventions for http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Autism and Developmental Disorders Springer Journals

The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder

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Publisher
Springer US
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Psychology; Child and School Psychology; Pediatrics; Neurosciences; Public Health
ISSN
0162-3257
eISSN
1573-3432
D.O.I.
10.1007/s10803-018-3633-7
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of inter- vention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed. Keywords Autism · Reading · Narrative story · Comprehension · Engagement Introduction all students, including students with ASD, should receive instruction that aligns with grade-level standards (Individu- The number of school-aged children diagnosed with autism als with Disabilities Education Improvement Act 2004; No spectrum disorder (ASD) is greater than ever before (Cent- Child Left Behind 2001). Unfortunately, the relatively small ers for Disease Control and Prevention 2012). Much of research base on reading intervention for students with ASD the research on interventions for

Journal

Journal of Autism and Developmental DisordersSpringer Journals

Published: Jun 5, 2018

References

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